Unit 1: Memories
Unit Purpose
The purpose of this unit is to enable students to discuss their memories and describe actions that happened when other actions were in progress.
Social Practice :Giving and obtaining factual information of a personal and non-personal kind
1.1. Asking for and giving information about past memories
Sample productions: (Last week/vacations/…) I visited my aunt/went to Puebla/… ; He/She had a pet/moved/ … when he/she was ten (years old)/in 2003/…; We met/were classmates/… two months ago/last year/…; Did you watch that TV programme/go to the cinema/… yesterday/on Monday/…?; Yes, I did; No, I didn’t; When did they go to Tabasco/see that film/…?; (They went there/saw it/…) Three years ago/Last April/…; What did he/she do (last summer/on Friday (afternoon)/…)?; He/She went to Veracruz/played soccer/…
1.2. Describing what people were doing at a certain moment in the past
Sample productions: I was cooking/taking a shower/… when I cut my finger/I fell/…; Were you playing/chewing gum/… when the teacher/your mother/… arrived/went out/…?; Yes, I was; No, I wasn’t; Was he/she wearing my new sweater/the school uniform/… when you saw him/ you met her/…?;Yes, he/she was; No, he/she wasn’t; What were your parents/the neighbours/… doing when you got home/the earthquake began/…?; They were reading a book/having a cup of coffee/…
Unit 2: Rules and Regulations
Social Practice: Carrying out certain transactionsUnit Purpose
The purpose of this unit is to enable students to interpret and discuss rules and regulations and warning signs/notices, as well as to express obligation.
2.1. Giving warnings and stating prohibition
Sample productions: Be careful/Warning/… (Wet floor/Flammable gas/…); Keep away from children/sunlight/…; Dangerous curve/intersection ahead; Do not litter/trespass/…; No running/ cycling/… (in this area/the playground/…); Teachers/Personnel only; Never leave luggage/a child/… unattended; No cameras/parking/… allowed; Students mustn’t leave the classroom/take books out of the library/… (without permission).
2.2. Expressing obligation
Sample productions: I have to leave the class early/study for the exam/…; He/She has to prepare a presentation/make the bed/…; Students have to arrive on time/show their ID card at the school entrance/…; You must keep your helmet on/your belongings with you at all times; Dogs must be carried; Students must wear a lab coat (in the Science laboratory)/do the homework.
Unit 3: Food and Drink
Social Practice: Carrying out certain transactions
Unit Purpose
The purpose of this unit is to enable students to participate in conversations in which food and drink are ordered, as well as to describe food and drink that they know/like and their recipes, and learn about food and drink in other parts of the world.
3.1. Ordering meals
Sample productions: I’d like to order a pizza/a tuna sandwich/…; May I take your order?; Are you ready to order?; (Yes,) I’d like/I’ll have the fried/baked/… eggs/potato/…; How would you like your meat?; Rare/Well done (, please); (Would you like) Anything else (to drink/for dessert)?; (Yes,) Could/May I have a glass of mineral water/an apple pie/…(, please)?
Performance Evidence
Students can recognise and understand quotidian texts (recipes, menus, food labels, magazine/ newspaper articles, restaurant reviews and conversations), in order to use them purposefully (select/ order food and drink, determine what is needed to prepare a dish, follow instructions to prepare a dish, decide whether or not to consume a product).
Social Practice Giving and obtaining factual information of a personal and non-personal kind
3.2. Discussing food and giving recipes
Sample productions: What’s your favourite dish?; My favourite dish is mole/mushroom pizza/…;He/She loves/doesn’t like/… fried chicken/over-easy eggs/…; Do you like orange juice/iced tea/…?; Yes, I do; No, I don’t. (I prefer carrot juice/coffee/…); Where are hamburgers/pizzas/… from?; They are from the United States/Italy/…; What do I need (to prepare paella/Caesar salad/…)?; You need (some) rice and seafood/lettuce and cheese/…; How much milk/sugar/… do we need (to prepare it)?; We need a liter/two pounds/…(of milk/sugar/ …); How do you prepare cheese cake/onion soup/…?; (First/Then/…) Mix the flour and the eggs/chop the onions/…
Unit 4: Planning Holidays
Social Practice: Carrying out certain transactions
Unit Purpose
The purpose of this unit is to enable students to describe and discuss future plans in the context of holidays and travel.
4.1. Asking for and giving travel information.
Sample productions: Can I help you?; (Yes,) I’d like to book a room/a flight; How can I get to the city centre/the beach/…?; You can get there by taxi/bus/…; How much is a (single/return) ticket (to Cancun/London/ …)?; It’s $500/£300/…; What time is the (next/last/…) bus/train (to Zacatecas/Seattle/…)?; (It’s) At 6.30 p.m./3 o’clock/…; Where can I get/buy some souvenirs/ post cards/…?; (You can get/buy some) At the mall/news dealer’s/…; What’s the weather like in London/the winter/…?; It is rainy/very cold/…(in London/the winter/…); Are there any banks/restaurants/…near/around/… here/the hotel?; (Yes,) There is a bank/restaurant/… on the corner of Reforma Avenue and Juárez Street; No, there aren’t (any).
Performance Evidence
Students can recognise and understand quotidian texts (diaries, personal notes, letters/e-mails, timetables, diagrams of public transport, road maps, travel brochures/guides, advertisements, plane/train/bus tickets and conversations) in order to use them purposefully (schedule meetings/ appointments, get/give prices, locate places, find/propose alternative routes, discuss future plans).
Social Practice: Establishing and maintaining social contacts.
4.2. Talking about future plans.
Sample productions: I’m going to attend a conference/visit Uxmal/… at five (o’clock)/tomorrow/ …; He/She is going to meet me/us/… there/at the cinema/…; Are you going to swim/visit the wax museum/…(next Monday/ at the weekend/…)?; Yes, I am; No, I’m not; What are they going to do on Saturday (morning/evening/…)/in the summer/…?; They are going to visit their grandparents/go to Veracruz/…
Unit 5: Life in the Future
Social Practice: Establishing and maintaining social contacts.
Unit Purpose
The purpose of this unit is to enable students to make predictions about their life in the future.
5.1. Making predictions about the future
Sample productions: (When I finish secondary/Next year/…) I will/won’t go to high school/learn French/…; He/She will/won’t study medicine/be a famous musician/…; Will you get married/ travel/…?; Yes, I will; No, I won’t; What will your town/the weather/… be like in 20 years time/in 2025/…? It will be a big city/very hot/…
5.2. Expressing degrees of certainty and doubt.
Sample productions: I’m definitely/probably (not) going to go to university/live with my parents/…; Maybe/Perhaps he/she will/won’t have children/be famous/…; I’m sure/certain (that) they are (not) going to have their own business/live in another country/…; I (don’t) think/ believe (that) you will/won’t get married soon/be an engineer/..; I (don’t) think/believe (that)they are (not) going to be rich/go to Europe/…
Unit Purpose
The purpose of this unit is to enable students to discuss their memories and describe actions that happened when other actions were in progress.
Social Practice :Giving and obtaining factual information of a personal and non-personal kind
1.1. Asking for and giving information about past memories
Sample productions: (Last week/vacations/…) I visited my aunt/went to Puebla/… ; He/She had a pet/moved/ … when he/she was ten (years old)/in 2003/…; We met/were classmates/… two months ago/last year/…; Did you watch that TV programme/go to the cinema/… yesterday/on Monday/…?; Yes, I did; No, I didn’t; When did they go to Tabasco/see that film/…?; (They went there/saw it/…) Three years ago/Last April/…; What did he/she do (last summer/on Friday (afternoon)/…)?; He/She went to Veracruz/played soccer/…
1.2. Describing what people were doing at a certain moment in the past
Sample productions: I was cooking/taking a shower/… when I cut my finger/I fell/…; Were you playing/chewing gum/… when the teacher/your mother/… arrived/went out/…?; Yes, I was; No, I wasn’t; Was he/she wearing my new sweater/the school uniform/… when you saw him/ you met her/…?;Yes, he/she was; No, he/she wasn’t; What were your parents/the neighbours/… doing when you got home/the earthquake began/…?; They were reading a book/having a cup of coffee/…
Unit 2: Rules and Regulations
Social Practice: Carrying out certain transactionsUnit Purpose
The purpose of this unit is to enable students to interpret and discuss rules and regulations and warning signs/notices, as well as to express obligation.
2.1. Giving warnings and stating prohibition
Sample productions: Be careful/Warning/… (Wet floor/Flammable gas/…); Keep away from children/sunlight/…; Dangerous curve/intersection ahead; Do not litter/trespass/…; No running/ cycling/… (in this area/the playground/…); Teachers/Personnel only; Never leave luggage/a child/… unattended; No cameras/parking/… allowed; Students mustn’t leave the classroom/take books out of the library/… (without permission).
2.2. Expressing obligation
Sample productions: I have to leave the class early/study for the exam/…; He/She has to prepare a presentation/make the bed/…; Students have to arrive on time/show their ID card at the school entrance/…; You must keep your helmet on/your belongings with you at all times; Dogs must be carried; Students must wear a lab coat (in the Science laboratory)/do the homework.
Unit 3: Food and Drink
Social Practice: Carrying out certain transactions
Unit Purpose
The purpose of this unit is to enable students to participate in conversations in which food and drink are ordered, as well as to describe food and drink that they know/like and their recipes, and learn about food and drink in other parts of the world.
3.1. Ordering meals
Sample productions: I’d like to order a pizza/a tuna sandwich/…; May I take your order?; Are you ready to order?; (Yes,) I’d like/I’ll have the fried/baked/… eggs/potato/…; How would you like your meat?; Rare/Well done (, please); (Would you like) Anything else (to drink/for dessert)?; (Yes,) Could/May I have a glass of mineral water/an apple pie/…(, please)?
Performance Evidence
Students can recognise and understand quotidian texts (recipes, menus, food labels, magazine/ newspaper articles, restaurant reviews and conversations), in order to use them purposefully (select/ order food and drink, determine what is needed to prepare a dish, follow instructions to prepare a dish, decide whether or not to consume a product).
Social Practice Giving and obtaining factual information of a personal and non-personal kind
3.2. Discussing food and giving recipes
Sample productions: What’s your favourite dish?; My favourite dish is mole/mushroom pizza/…;He/She loves/doesn’t like/… fried chicken/over-easy eggs/…; Do you like orange juice/iced tea/…?; Yes, I do; No, I don’t. (I prefer carrot juice/coffee/…); Where are hamburgers/pizzas/… from?; They are from the United States/Italy/…; What do I need (to prepare paella/Caesar salad/…)?; You need (some) rice and seafood/lettuce and cheese/…; How much milk/sugar/… do we need (to prepare it)?; We need a liter/two pounds/…(of milk/sugar/ …); How do you prepare cheese cake/onion soup/…?; (First/Then/…) Mix the flour and the eggs/chop the onions/…
Unit 4: Planning Holidays
Social Practice: Carrying out certain transactions
Unit Purpose
The purpose of this unit is to enable students to describe and discuss future plans in the context of holidays and travel.
4.1. Asking for and giving travel information.
Sample productions: Can I help you?; (Yes,) I’d like to book a room/a flight; How can I get to the city centre/the beach/…?; You can get there by taxi/bus/…; How much is a (single/return) ticket (to Cancun/London/ …)?; It’s $500/£300/…; What time is the (next/last/…) bus/train (to Zacatecas/Seattle/…)?; (It’s) At 6.30 p.m./3 o’clock/…; Where can I get/buy some souvenirs/ post cards/…?; (You can get/buy some) At the mall/news dealer’s/…; What’s the weather like in London/the winter/…?; It is rainy/very cold/…(in London/the winter/…); Are there any banks/restaurants/…near/around/… here/the hotel?; (Yes,) There is a bank/restaurant/… on the corner of Reforma Avenue and Juárez Street; No, there aren’t (any).
Performance Evidence
Students can recognise and understand quotidian texts (diaries, personal notes, letters/e-mails, timetables, diagrams of public transport, road maps, travel brochures/guides, advertisements, plane/train/bus tickets and conversations) in order to use them purposefully (schedule meetings/ appointments, get/give prices, locate places, find/propose alternative routes, discuss future plans).
Social Practice: Establishing and maintaining social contacts.
4.2. Talking about future plans.
Sample productions: I’m going to attend a conference/visit Uxmal/… at five (o’clock)/tomorrow/ …; He/She is going to meet me/us/… there/at the cinema/…; Are you going to swim/visit the wax museum/…(next Monday/ at the weekend/…)?; Yes, I am; No, I’m not; What are they going to do on Saturday (morning/evening/…)/in the summer/…?; They are going to visit their grandparents/go to Veracruz/…
Unit 5: Life in the Future
Social Practice: Establishing and maintaining social contacts.
Unit Purpose
The purpose of this unit is to enable students to make predictions about their life in the future.
5.1. Making predictions about the future
Sample productions: (When I finish secondary/Next year/…) I will/won’t go to high school/learn French/…; He/She will/won’t study medicine/be a famous musician/…; Will you get married/ travel/…?; Yes, I will; No, I won’t; What will your town/the weather/… be like in 20 years time/in 2025/…? It will be a big city/very hot/…
5.2. Expressing degrees of certainty and doubt.
Sample productions: I’m definitely/probably (not) going to go to university/live with my parents/…; Maybe/Perhaps he/she will/won’t have children/be famous/…; I’m sure/certain (that) they are (not) going to have their own business/live in another country/…; I (don’t) think/ believe (that) you will/won’t get married soon/be an engineer/..; I (don’t) think/believe (that)they are (not) going to be rich/go to Europe/…
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